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Putting PIRLS to Use in Classrooms Across the Globe : Evidence-Based Contributions for Teaching Reading Comprehension in a Multilingual Context.

Bibliographic Details
Main Author: Bruggink, Marian.
Other Authors: Swart, Nicole., van der Lee, Annelies., Segers, Eliane.
Format: eBook
Language:English
Published: Cham : Springer International Publishing AG, 2022.
Edition:1st ed.
Series:IEA Research for Educators Series
Subjects:
Electronic books.
Online Access:Click to View
Table of Contents:
  • Intro
  • Series Editors' Foreword
  • Preface
  • Contents
  • About the Authors
  • Part I Reading Comprehension: From Research to Practical Teaching Guidelines
  • 1 Theories of Reading Comprehension
  • 1.1 Introduction
  • 1.2 What Does it Take to Comprehend a Text?
  • 1.2.1 Word Identification
  • 1.2.2 Word-to-Text Integration
  • 1.2.3 Comprehension Strategies
  • 1.2.4 Motivation
  • 1.3 Four Main Processes for Comprehension
  • References
  • 2 Evidence-Based Didactic Principles and Practical Teaching Suggestions
  • 2.1 Introduction
  • 2.2 Evidence-Based Didactic Principles
  • 2.2.1 Reading in a Meaningful and Functional Context
  • 2.2.2 In-Depth Interaction About Texts
  • 2.2.3 Explicit Instruction in Reading Strategies
  • 2.2.4 Integrating Reading Education with Other Subjects
  • 2.2.5 Monitoring Factors Associated with Reading Comprehension and Differentiating Instruction
  • 2.3 Teaching Approaches Combining Didactic Principles
  • 2.3.1 Reciprocal Teaching
  • 2.3.2 Collaborative Strategic Reading (CSR)
  • 2.3.3 Concept-Oriented Reading Instruction (CORI)
  • 2.4 Using Organizers in Reading Lessons
  • 2.4.1 Mind Maps
  • 2.4.2 Tables
  • 2.4.3 Venn Diagrams
  • 2.4.4 Schemes
  • 2.4.5 Story Maps
  • References
  • 3 Exploring Reading Comprehension Skills using PIRLS
  • 3.1 Introduction
  • 3.2 How to Read this Chapter
  • 3.3 Schematic Description of Two PIRLS Texts and Items
  • 3.3.1 "Flowers on the Roof"-By Ingibjörg Sigurdardóttir
  • 3.3.2 "Giant Tooth Mystery"-By Kate McMullan
  • Part II Teaching Reading Comprehension in a Multilingual Classroom
  • 4 Reading Comprehension and Multilingual Students
  • 4.1 Introduction
  • 4.2 Theory on Reading Comprehension and Multilingualism
  • 4.3 From Theory to Classroom Practices
  • 4.3.1 Monitoring the Abilities of the Children
  • 4.3.2 Stimulating Reading, Both in L1 and L2
  • 4.3.3 Developing L2 Lexical Quality.
  • 4.3.4 Teaching Specific L2 Reading Strategies
  • 4.3.5 Using the L1 Proficiency
  • References
  • 5 Good Practices in Teaching Reading Comprehension from Five PIRLS Countries
  • 5.1 Introduction
  • 5.2 Good Practices from Chile
  • 5.2.1 Integrating Reading Comprehension with Other Subjects
  • 5.2.2 Beyond Just Reading: Storytelling and Home Activities
  • 5.2.3 Acting Out a Story: A Classroom Example
  • 5.3 Good Practices from Chinese Taipei
  • 5.3.1 Sharing a Multilingual Environment
  • 5.3.2 Growing in Reading Comprehension Through Interaction and Motivation
  • 5.4 Good Practices from England
  • 5.4.1 Reading in a Multilingual Environment
  • 5.4.2 Frederick Douglass: An Example of Reading Material that Connects to Students' Experiences
  • 5.4.3 Expanding Vocabulary as the First Step for Multilingual Students
  • 5.4.4 "The Malfeasance": An Example of Modeling a Strategy for Reading Comprehension
  • 5.5 Good Practices from Georgia
  • 5.5.1 Teaching Georgian at the School
  • 5.5.2 Integrating Reading and Writing in the Context of Natural Science
  • 5.5.3 Texts for Different Levels
  • 5.5.4 Enriching Reading Lessons to Increase Reading Motivation
  • 5.5.5 "Penguin Pepe": An Example Reading Lesson
  • 5.6 Good Practices from Spain
  • 5.6.1 Students with Different Language Backgrounds
  • 5.6.2 An Example of Using "Visualizing" in the Text "The Never-Ending Story"
  • Reference
  • Glossary.

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